The communicative grammar translation method: a practical method to teach communication skills of

2). Interactive written text and communicative-based materials 
From here, we can obviously see that the materials are first of all translated for correct forms 
discovery, then the correct forms are used for functional purposes in communication. The main 
purpose of translating the text is not to make the students silently understand the use of the 
grammar rule specifically and the text generally. More than that, the students must use the text as 
an interactive written text which means to enable the students to use it for communicative 
activities.
3). Functional translation tasks 
As the students already discover the correct forms of their text translation, the translation has 
to be practiced communicatively. The teachers can get the students to practice the translation by 
using three steps interviews technique for instance. In the technique, the teacher splits the 
students into pairs. The students are assigned to discuss the text by using three steps interview 
procedures such as: 
a. 
Student A explains the text by using pictures to student B; 
b. 
Student B listens carefully and tries to understand A’s explanation; 
c. 
Student B then asks questions about the situation of the text to student A and student A 
must try to answer the questions correctly based on the text.
(Both the pictures and the questions are provided by the teachers). 
4). Designed from individual to pair or group work materials 

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Volume 4, Number 2, December 2018 
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To make sure the students’ mastery of the rules and vocabularies in the given text, the 
teachers are required to employ communicative tasks in which all the activities are carried out in 
pair or group works such as oral presentation, board games, and jigsaw games etc. The activities 
are expected to give the students more opportunities to communicate all they have learnt from 
the teachers’ explanation on grammar and vocabularies, as well as pronunciation correctly and 
appropriately. Besides, the activities can also train the students listening comprehension on the 
application of the rule and vocabulary existing in the translated text. 
The effect of the GTM and CLT fusion also occurs in the teaching procedure. The 
description can be viewed in following table.